Prof. Josè Frantz
http://hdl.handle.net/10566/2244
2024-03-28T10:44:16ZA systematic review of doctoral graduate attributes: Domains and definitions
http://hdl.handle.net/10566/8865
A systematic review of doctoral graduate attributes: Domains and definitions
Senekal, Janine S; Munnik, Erica; Frantz, Jose M
Doctoral graduate attributes are the qualities, skills, and competencies that graduates possess, having completed their doctorate degree. Graduate attributes, in general, lack conceptual clarity, making the investigation into and quality assurance processes attached to doctoral outcomes challenging. As many graduate attributes are “unseen” or implicit, the full range of attributes that doctoral graduate actually possess needs to be synthesized, so that they may be recognized and utilized by educational stakeholders. The aim of this study was to establish and describe what attributes graduates from doctoral degrees possess. A systematic review of peer-reviewed, primary literature published between January 2016 and June 2021 was conducted, identifying 1668 articles. PRISMA reporting was followed, and after screening and full text critical appraisal, 35 articles remained for summation through thematic synthesis. The doctoral graduate attribute domains identified included knowledge, research skills, communication skills, organizational skills, interpersonal skills, reputation, scholarship, higher order thinking skills, personal resourcefulness, and active citizenship. Many of the domains were conceptualized as transferable or interdisciplinary, highlighting the relevance of the attributes doctoral graduates possess. The review findings align with existing frameworks yet extend those that tend to focus on generic “seen” attributes, and include a range of “unseen”, intrinsic qualities as outcomes of the doctoral degree. The review contributes to the conceptual development of doctoral graduate attributes, by synthesizing actual outcomes, as opposed mto prospective attributes or attributes-in-process. Doctoral graduate attributes should be conceptualized to integrate both generic attributes alongside intrinsic qualities that are important for employability. Increased awareness as to the scope of doctoral graduate attributes among stakeholders, such as doctoral supervisors, students, graduates and employers, may facilitate improved educational outcomes and employability. Future research into the contextual relevance of the domains identified and how they are developed may be beneficial. Future research could involve the development of context-relevant scales to empirically measure doctoral graduate attributes among alumni populations, as a quality assurance outcome indicator. Such findings could inform program reform, improving the relevance of doctoral education and the employability of doctoral graduates
2022-01-01T00:00:00ZExploring the views of academics on an academic leadership program in higher education
http://hdl.handle.net/10566/7563
Exploring the views of academics on an academic leadership program in higher education
Frantz, Jose; Marais, Janene Elizabeth; Du Plessis, Marieta
Leadership in higher education institutions has been receiving growing interest, because of the
role institutions play in developing students to become leaders in the broader society. However,
institutions have to equip staff, adequately, with leadership skills, first, and one way of doing this,
is through a leadership development programme for academic staff. The purpose of this current
study was to explore and describe the impact of an academic leadership development programme,
based on the perceptions of the participants.
2022-01-01T00:00:00ZPerceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping
http://hdl.handle.net/10566/3664
Perceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping
Kutesa, A.M.; Frantz, Jose M.
BACKGROUND. The creating, maintenance and storage of patients’ medical records is an important competence for the professional training of a dental student.
OBJECTIVE. Owing to the unsatisfactory state of dental records at the students’ clinic, the objective of this study was to obtain information from
undergraduate dental students on the factors that affect this process and elicit recommendations for improvement.
METHODS. This qualitative cross-sectional study used focus group discussions with 4th- and 5th-year dental students for data collection. Data were
captured through a written transcript and an audio recorder. The data were transcribed and analysed manually through developing themes, which were
compared with the literature and interpreted.
RESULTS. Three themes emerged: (i) Poorly designed clerking forms. The clerking forms were deemed to have a poor design with inadequate space for
clinical notes. It was recommended that they be redesigned. (ii) Inadequate storage space. Space for storing patient records was deemed inadequate and
a referencing system for file retrieval was lacking. It was recommended that more space be allocated for storage, with a referencing system for easy file
retrieval. (iii) Poor maintenance of records. Patients’ records, especially radiographs, were not well labelled and stored. It was recommended that drug
envelopes be utilised to store radiographs. An electronic system was deemed the ultimate solution to this problem.
CONCLUSION. The general perception was that the current paper-based record system at the clinic was unsatisfactory. Therefore, there is a need to improve
the maintenance and storage of records, and to change to a more efficient electronic system. The students’ attitude towards record keeping was found to
be questionable, with a need to be addressed as part of teaching and learning in the curriculum. Lecturers were deemed to have a bigger role to play in
the record-keeping process.
2016-01-01T00:00:00ZSelf-assessment of final-year undergraduate physiotherapy students’ literature-searching behaviour, self-perceived knowledge of their own critical appraisal skills and evidence-based practice beliefs
http://hdl.handle.net/10566/3663
Self-assessment of final-year undergraduate physiotherapy students’ literature-searching behaviour, self-perceived knowledge of their own critical appraisal skills and evidence-based practice beliefs
Hess, Danelle; Frantz, Jose M.
BACKGROUND. Health professionals and new graduates alike are expected to be efficient in applying evidence-based practice. Research and evidencebased
practice skills are taught in the research modules at university, but it is not clear whether students translate those skills into clinical practice.
OBJECTIVE. To determine the self-assessment literature-searching behaviour, self-perceived knowledge of critical appraisal skills and evidence-based
practice beliefs of final-year undergraduate physiotherapy students at a university in South Africa.
METHODS. This study used a quantitative approach, with a small qualitative component. A convenience sample of the final-year undergraduate physiotherapy
students (N=36) registered for the 2012 academic year was approached to participate in the study. Data were collected using an existing questionnaire.
RESULTS. The study yielded a 75% response rate. With regard to literature-searching skills, 30% searched for literature more than once a week, 52%
searched only for specific information and most had access to literature. Students received their information from journal articles (85%), the internet
and databases. They were slightly confident when it came to literature appraisal and believed that evidence-based practice was essential to their practice
(96%), but expressed a need for more training (59%). Their understanding of the evidence-based practice concept was limited because they based their
treatment choices on content and other role-models, and related their choices to their previous patient experiences.
CONCLUSION. Students believed that evidence-based practice was vital, yet their understanding of the concept was restricted when compared with the
literature and they expressed a need for further training.
2016-01-01T00:00:00Z